The Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) contains academic records for students at ten partner institutions comprising over 10% of the United States’ engineering students. The potential of MIDFIELD for curricular exploration is vast and has never been previously attempted. By using department graduation requirements for each ABET EAC-accredited MIDFIELD program and more than 400,000 engineering students, we construct a set of curricular checkpoints based on semester requirements being fully completed or not. While we discovered expected patterns within the construction of the metric, we also discovered indicators that engineering majors are vastly more flexible than previously thought. Almost 50% of students who graduated with degrees in engineering do not complete every course required by their major in their first, four semesters in the traditional manner. Furthermore, students not only enjoy flexibility in their early curricula but also enjoy through their later semesters where specialization courses dominate the curriculum. The aim of this research is to provide a new metric for describing the flexibility of engineering majors and further the discussion into how student progression through a major will require significant, future work.